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State Education Agency (SEA) Dyslexia Legislation

Has Legislation?Yes

Parent Opt-Out/Consent Procedures by Law?
SEA Recognizes IDA Definition?
SEA Recognizes State Definition?
SEA Has Dyslexia Specialist?

HB2602 established a dyslexia taskforce. SB16 requires the Kansas State Board of Education to identify and approve evidence-based programs provided by state-based national nonprofit organizations that: Focus on students who are eligible to receive at-risk program services or who face other identifiable barriers to success; Provide evidence-based instruction and support services to such students; and Evaluate outcomes data for such students, including, but not limited to, school attendance, academic progress, graduation rates, pursuit of postsecondary education, or other career advancement. The bill also defines “evidence-based instruction” to mean an education delivery system based on peer-reviewed research that consistently produces better student outcomes over a five-year period than would otherwise be achieved by the same students who are receiving at-risk program services. The bill also includes several provisions concerning school finance audits, appropriations, and tax levies. State Board recommendations are summarized here, including the appointment of a State Dyslexia Coordinator.

In 2019, Kansas Department of Education recommended the adoption of IDA’s definition of dyslexia. Legislation and state documents prior to the dyslexia taskforce may reference alternative definitions. 



Parents Must Be Notified of Results?
SEA Publishes List of Screeners?
Annual Reporting to the SEA?
Response to Intervention for Student Learning Disability Eligibility in 2010?
Permitted by law
Severe Discrepancy for Student Learning Disability Eligibility in 2010?
Permitted by guidelines
Student Learning Disability Eligibility (Zirkel & Thomas 2010 Classification)?
RTI permitted, SD and Other permitted via –pattern” (ambiguities in legislation noted)
  • Every accredited school district to screen and identify students at risk of dyslexia or demonstrating characteristics of dyslexia in accordance with universal screening evidenced-based practices. Universal screening evidence-based practices include: 

  • Beginning of the year screening

  • All students are screened

  • Measures are scientifically reliable, efficient, and valid for risk of reading difficulties.

  • Once risk is identified and immediate and effective interventions begins to ensure adequate progress continues. Board approval of screeners scheduled for January 2020.

Though parent notification of screening results is not required per se, parent communication is identified as an inherent part of the KSEA model.



Educator Preparation Program Standards shall  be modified to integrate the International  Dyslexia Association’s Knowledge and Practice  Standards for Teachers of Reading, so to provide  specificity (clarity) of the essential elements of  literacy instruction. Standards changes by  August 2021 and full implementation by August  2023. Candidates for K-6 teaching licenses, English  Language Arts endorsements, reading specialist  teaching licenses, and special education teaching  licenses to pass an examination of their  knowledge of the science of reading. August  2021.

Colleges of education in Kansas are encouraged to develop a course of study with a specialization in dyslexia and struggling readers. This course should be geared toward a Science of Reading endorsement and align with the IDA Knowledge and Practice Standards. It should include practica experiences with appropriate supervision and leadership development skills such that the person who graduates with this  endorsement can train other classroom  teachers and reading specialists within their  school district. Course work development by July 2020. 



School systems shall provide evidence based  and consistent professional learning. Opportunities consisting of training regarding the  nature of dyslexia, an introduction to procedures  to identify students who are struggling in  reading, and an introduction to intervention  strategies and procedures. Professional learning  should consist of the following: (By August 2020) 

  • Overview of science and how science works to solve problems and create solutions  including the scientific method. 

  • Information concerning the meaning of terms research based and science based and  how to identify programs that are science  based.  

  • Definition of dyslexia

  • Characteristics of dyslexia

  • Potential outcomes if students are not taught explicitly to become competent readers,  including results of additional socioemotional difficulties. 

  • Information regarding writing systems, including differences in transparent and  opaque writing systems. 

  • Information concerning how the English writing systems contributes to reading failure.  

  • Dyslexia identification procedures  

  • Dyslexia intervention strategies and how to implement them. 

  • Dyslexia progress monitoring and progress monitoring systems 




Each accredited school district to utilize structured literacy as the explicit and evidence-based approach to teaching literacy skills to all students and promote early intervention for students with characteristics of dyslexia. KSDE should create a checklist to guide selection and implementation of structured literacy practices for accreditation purposes. KSDE should ensure school districts are made aware of information concerning structured literacy training and information currently available from TASN. Timeline August 2020/Full Implementation by all schools August 2021. 

KSBE directed the creation of a dyslexia handbook for use by schools in Kansas. The creation of the handbook should involve input from a broad array of stakeholders. Timeline August 2020. The handbook promotes multisensory instruction throughout. 

KSBE should identify a dyslexia coordinator within the Kansas State Department of Education. Timeline July 2020.

School systems shall implement the Kansas Education Accreditation (KESA) model to require districts to implement a rigorous tiered system of supports (as defined in the Foundational Structures of KESA) subject to external review.

Timeline August 2021 – Foundational structures are below

  • All students are involved.

  • System and school-wide behavior expectations and response/discipline policy.

  • Data-based decision-making framework.

  • Evidence-based screeners for reading, math, behavior.

  • Evidence-based curriculum for reading, math, behavior.

  • Research-based interventions tiers 2 and 3.

  • Fluid intervention groups.

  • Buildings have master schedule providing for assessment, core, intervention, and collaborative team time.

  • Family engagement is an inherent part of the tiered system of supports process.

  • System-wide assessment plan.

  • Regular evaluation of tiered system of supports.

  • Ongoing review/revision of system policies to support framework.

KSBE shall develop and provide to school districts criteria for vetting and approving tools for screening and assessing students for characteristics of dyslexia. By January 2020.

Literacy State-identified Measurable Result (SIMR) - Part B

Has Literacy SIMR?Yes


Kansas Department of Education Dyslexia Resources

Decoding Dyslexia Kansas

International Dyslexia Association Kansas Missouri


Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.

Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law. Educational Policy, 0895904818807328.

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Last modified: 
09/21/2023 - 11:01pm